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MAKING CONNECTIONSTEXT TO TEXT

OBJECTIVES: 7.Fig19C: Reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; makingtextual, personal, and world connections; creating sensory images). 7.Fig19F: Make connections between and across texts, including other media (e.g., film, play), and provide textual evidence.7.10CUse different organizational patterns as guides for summarizing and forming an overview of different kinds of expository text.7.10DSynthesize and make logical connections between ideas within a text and across two or three texts representing similar or different genres, and support those findings with textual evidence.

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WHY CONNECTING TO TEXT HELPS READERS

It helps readers understand how characters feel and the motivation behind their actions.

It helps readers have a clearer picture in their head as they read thus making the reader more engaged.

It keeps the reader from becoming bored while reading.

It sets a purpose for reading and keeps the reader focused.

Readers can see how other readers connected to the reading.

It forces readers to become actively involved. It helps readers remember what they have read

and ask questions about the text.

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TEXT TO TEXT What does this remind me of in another

book I’ve read? How is this text similar to other things

I’ve read? How is this different from other books

I’ve read? Have I read about something like this

before?

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SEPTEMBER 11TH TERRORIST ATTACK

Click the pictures and read the articles about September 11th and take notes using the

5 W’s

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BOMBING OF PEARL HARBORDECEMBER 7, 1941

Click on the picture below to read the article about the attack on Pearl Harbor. Take notes using the 5 W’s

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9/11 ATTACKS ON WORLD TRADE CENTER

Click the picture and read the speech given by President George Bush after the 9/11 attack.

ABC News White House correspondent Ann Compton, who was traveling with President Bush on Sept. 11, 2001, said that she knew then something was "direly wrong." "Nobody interrupts the president. Not even in front of a classroom of second graders," she said. President Bush then stayed in the classroom for seven minutes, sitting in silence as the children read aloud. (Eric Draper, The White House/AP Photo)

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LISTEN TO BUSH’S SPEECH AFTER 9/11 ATTACKS

Click on the picture below and scroll down on the webpage to see Bush’s draft of his speech.

Find examples in Bush’s address of these techniques for enhancing the effect of a speech: repetition, alliteration, emotionally charged words, appeal to self-preservation, and assurance of moral superiority.

Compare the handwritten changes with the original typed draft. Select three changes from this draft of the speech and explain how either the changes strengthened or weakened the address, considering the audiences they have identified.

Click picture to listen

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FDR’S SPEECH AFTER ATTACK ON PEARL HARBOR Click on the pictures below to find the draft and final speech of

FDR. Compare the handwritten changes with the original typed draft. Select

three changes from this draft of the speech and explain how either the changes strengthened or weakened the address, considering the audiences they have identified.

Find examples in Roosevelt's address of these techniques for enhancing the effect of a speech: repetition, alliteration, emotionally charged words, appeal to self-preservation, and assurance of moral superiority.

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AMERICAN FLAG: WHAT DO YOU THINK THE RAISING OF THE FLAGS

SYMBOLIZES? Marines raise flag at Iwo Jima

Flag at Pentagon after 9/11 Flag flying at Ground Zero

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MAKE CONNECTIONS

Questions: List 3 similarities of these events List 3 differences of these events

Explain what happened after each event

Write one sentence that would describe the attitude of the American people after each event. Use a quote from each speech to show the attitude.

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CITATIONS CNN.com Americanrhetoric.com Archives.gov History.com EdHelper.com